We introduce LOTUS, a continual imitation learning algorithm that empowers a physical robot to continuously and efficiently learn to solve new manipulation tasks throughout its lifespan. The core idea behind LOTUS is constructing an ever-growing skill library from a sequence of new tasks with a small number of human demonstrations. LOTUS starts with a continual skill discovery process using an open-vocabulary vision model, which extracts skills as recurring patterns presented in unsegmented demonstrations. Continual skill discovery updates existing skills to avoid catastrophic forgetting of previous tasks and adds new skills to solve novel tasks. LOTUS trains a meta-controller that flexibly composes various skills to tackle vision-based manipulation tasks in the lifelong learning process. Our comprehensive experiments show that LOTUS outperforms state-of-the-art baselines by over 11% in success rate, showing its superior knowledge transfer ability compared to prior methods. More results and videos can be found on the project website: https://ut-austin-rpl.github.io/Lotus/.

In recent years, the rapid advancement of Large Language Models (LLMs) such as the Generative Pre-trained Transformer (GPT) has attracted increasing attention due to their potential in a variety of practical applications. The application of LLMs with Embodied Intelligence has emerged as a significant area of focus. Among the myriad applications of LLMs, navigation tasks are particularly noteworthy because they demand a deep understanding of the environment and quick, accurate decision-making. LLMs can augment embodied intelligence systems with sophisticated environmental perception and decision-making support, leveraging their robust language and image-processing capabilities. This article offers an exhaustive summary of the symbiosis between LLMs and embodied intelligence with a focus on navigation. It reviews state-of-the-art models, research methodologies, and assesses the advantages and disadvantages of existing embodied navigation models and datasets. Finally, the article elucidates the role of LLMs in embodied intelligence, based on current research, and forecasts future directions in the field. A comprehensive list of studies in this survey is available at https://github.com/Rongtao-Xu/Awesome-LLM-EN

Machine learning-based automatic scoring can be challenging if students' responses are unbalanced across scoring categories, as it introduces uncertainty in the machine training process. To meet this challenge, we introduce a novel text data augmentation framework using GPT-4, a generative large language model, specifically tailored for unbalanced datasets in automatic scoring. Our experimental dataset comprised student-written responses to two science items. We crafted prompts for GPT-4 to generate responses resembling student-written answers, particularly for the minority scoring classes, to augment the data. We then finetuned DistillBERT for automatic scoring based on the augmented and original datasets. Model performance was assessed using accuracy, precision, recall, and F1 score. We incorporate varied amounts of augmented data to examine scoring performance, and our findings revealed remarkedly improved model performance. The average maximum increase observed across two items is: 3.5% for accuracy, 30.6% for precision, 21.1% for recall, and 24.2% for F1 score. Notably, using just 5% of the augmented data led to substantial improvements: 2.6%, 29.2%, 15.1%, and 19.6%. Interestingly, the extent of improvement varied depending on specific datasets. Moreover, we found that a varying amount of augmented data (5%-40%) was needed to obtain a stable improvement. We also compare models trained with GPT-4 augmented data and those trained with additional student-written responses. The findings indicate that former ones match or even exceed the performance of the latter. Specifically, there is an average difference of 1.7%, 1.9%, 11.0%, and 7.8% for four metrics separately. This research underscores the potential and effectiveness of data augmentation techniques utilizing GPT-4 in addressing unbalanced datasets within automated assessment.

Learning-based vehicle planning is receiving increasing attention with the emergence of diverse driving simulators and large-scale driving datasets. While offline reinforcement learning (RL) is well suited for these safety-critical tasks, it still struggles to plan over extended periods. In this work, we present a skill-based framework that enhances offline RL to overcome the long-horizon vehicle planning challenge. Specifically, we design a variational autoencoder (VAE) to learn skills from offline demonstrations. To mitigate posterior collapse of common VAEs, we introduce a two-branch sequence encoder to capture both discrete options and continuous variations of the complex driving skills. The final policy treats learned skills as actions and can be trained by any off-the-shelf offline RL algorithms. This facilitates a shift in focus from per-step actions to temporally extended skills, thereby enabling long-term reasoning into the future. Extensive results on CARLA prove that our model consistently outperforms strong baselines at both training and new scenarios. Additional visualizations and experiments demonstrate the interpretability and transferability of extracted skills.

Microsurgery involves the dexterous manipulation of delicate tissue or fragile structures such as small blood vessels, nerves, etc., under a microscope. To address the limitation of imprecise manipulation of human hands, robotic systems have been developed to assist surgeons in performing complex microsurgical tasks with greater precision and safety. However, the steep learning curve for robot-assisted microsurgery (RAMS) and the shortage of well-trained surgeons pose significant challenges to the widespread adoption of RAMS. Therefore, the development of a versatile training system for RAMS is necessary, which can bring tangible benefits to both surgeons and patients. In this paper, we present a Tactile Internet-Based Micromanipulation System (TIMS) based on a ROS-Django web-based architecture for microsurgical training. This system can provide tactile feedback to operators via a wearable tactile display (WTD), while real-time data is transmitted through the internet via a ROS-Django framework. In addition, TIMS integrates haptic guidance to `guide' the trainees to follow a desired trajectory provided by expert surgeons. Learning from demonstration based on Gaussian Process Regression (GPR) was used to generate the desired trajectory. User studies were also conducted to verify the effectiveness of our proposed TIMS, comparing users' performance with and without tactile feedback and/or haptic guidance.

From both an educational and research point of view, experiments on hardware are a key aspect of robotics and control. In the last decade, many open-source hardware and software frameworks for wheeled robots have been presented, mainly in the form of unicycles and car-like robots, with the goal of making robotics accessible to a wider audience and to support control systems development. Unicycles are usually small and inexpensive, and therefore facilitate experiments in a larger fleet, but they are not suited for high-speed motion. Car-like robots are more agile, but they are usually larger and more expensive, thus requiring more resources in terms of space and money. In order to bridge this gap, we present Chronos, a new car-like 1/28th scale robot with customized open-source electronics, and CRS, an open-source software framework for control and robotics. The CRS software framework includes the implementation of various state-of-the-art algorithms for control, estimation, and multi-agent coordination. With this work, we aim to provide easier access to hardware and reduce the engineering time needed to start new educational and research projects.

Due to the empirical success of reinforcement learning, an increasing number of students study the subject. However, from our practical teaching experience, we see students entering the field (bachelor, master and early PhD) often struggle. On the one hand, textbooks and (online) lectures provide the fundamentals, but students find it hard to translate between equations and code. On the other hand, public codebases do provide practical examples, but the implemented algorithms tend to be complex, and the underlying test environments contain multiple reinforcement learning challenges at once. Although this is realistic from a research perspective, it often hinders educational conceptual understanding. To solve this issue we introduce EduGym, a set of educational reinforcement learning environments and associated interactive notebooks tailored for education. Each EduGym environment is specifically designed to illustrate a certain aspect/challenge of reinforcement learning (e.g., exploration, partial observability, stochasticity, etc.), while the associated interactive notebook explains the challenge and its possible solution approaches, connecting equations and code in a single document. An evaluation among RL students and researchers shows 86% of them think EduGym is a useful tool for reinforcement learning education. All notebooks are available from https://sites.google.com/view/edu-gym/home, while the full software package can be installed from https://github.com/RLG-Leiden/edugym.

It's been widely touted as a replacement for the smartphone, but it seems Humane's AI Pin isn't quite so smart after all. In a promotional video released to launch the product, the device made not just one, but two blunders. In the video, founders Imran Chaudhri and Bethany Bongiorno asked the device seemingly simple questions. Embarrassingly, the $699 (£564) AI Pin incorrectly identified the best location to view the next solar eclipse, as well as the nutritional value of a handful of almonds. In an embarrassing back-step, the company has now released an edited version of the video, and claims the errors were the result of a'glitch.'

In September, Google opened its AI-powered search experience to teens in the US, giving them access to richer results with additional information and links. Now, the company has also given teens in most countries around the world access to its Bard AI chatbot, as long as their language is set to English and they meet the minimum age needed to be able to manage their own Google account. Take note that the minimum age requirement differs across countries, but it's anywhere from 13 to 16 years old. Google says teens can ask Bard for writing tips, such as how to write a class president speech, for suggestions on what universities to apply to, as well as for help on coming up with science fair project ideas. In other words, questions kids their age are likely to Google.

Understanding visually situated language requires recognizing text and visual elements, and interpreting complex layouts. State-of-the-art methods commonly use specialized pre-processing tools, such as optical character recognition (OCR) systems, that map document image inputs to extracted information in the space of textual tokens, and sometimes also employ large language models (LLMs) to reason in text token space. However, the gains from external tools and LLMs come at the cost of increased computational and engineering complexity. In this paper, we ask whether small pretrained image-to-text models can learn selective text or layout recognition and reasoning as an intermediate inference step in an end-to-end model for pixel-level visual language understanding. We incorporate the outputs of such OCR tools, LLMs, and larger multimodal models as intermediate ``rationales'' on training data, and train a small student model to predict both rationales and answers for input questions based on those training examples. A student model based on Pix2Struct (282M parameters) achieves consistent improvements on three visual document understanding benchmarks representing infographics, scanned documents, and figures, with improvements of more than 4\% absolute over a comparable Pix2Struct model that predicts answers directly.